EARLY LEARNING FACILITATOR (New position)

Transcription

1 1 EARLY LEARNING FACILITATOR (New position) DEPARTMENT: Learning Services Innovation STATUS/FTE: Out of Scope, Level 3, 10 month full-time or part-time SALARY RANGE: $44,027- $55,033 (10 month, 1.0 FTE); part-time will be pro-rated START DATE: August 30, 2012 Edmonton Catholic Schools is a large urban school District whose mission is to provide a Catholic education which inspires and prepares students to learn, to work, to live fully and to serve God in one another. The District is comprised of approximately 34,000 students, and over 3,000 employees in 87 schools and other sites. This position is responsible for developing and delivering a variety of family programs in that are specifically designed for children up to five years of age and their parents. The incumbent may deliver family programs, as well as plan and assist in educational program delivery together with teachers in non-traditional and classroom settings. The incumbent requires specialized knowledge in the area of Early Childhood Development to handle key facets of the job. The job works independently in planning communication with parents and requires the incumbent to be autonomous and responsible. Primary Duties and Responsibilities: Develop and deliver family programming, including transition programs prior to children entering into early learning programs; Develop programming in collaboration with a teacher for non-traditional classroom programming. Nontraditional classroom programs include a variety of settings such as recreational centre, mobile bus, daycares, etc.; Consult and collaborate with the team to support inclusive programming i.e. the development of safe, appropriate verbal and emotional environments in early childhood settings, understanding of receptive and expressive language and strategies, fine motor strategies, etc.; Coordinate all facets of family programming, including registrations, organizational details, logistics and delivery; Gather resources, materials required for programming by: exploring the creative curriculum in programs for early learning and care; selecting, planning and implementing creative experiences to support the development of literacy, numeracy/mathematics, art, music and drama; creating developmentally appropriate curriculum and planning concepts, including planning for play; Make recommendations on future resource needs for day cares and/or classrooms; consult, plan and collaborate with schools and community partners in the development and implementation of programs; Support capacity building with other personnel within the early learning environment. Qualifications: Degree or diploma in an area related to early learning, plus three years of directly related experience; Early learning specialization (courses to include child development, communication, emergent curriculum and environments); Knowledge of the challenges and strengths of English Language Learners (ELL) and settlement services in the community; Knowledge of emerging multi-media technology and equipment, MicroSoft programs including Excel, Outlook and databases; General knowledge of school systems and structures, community services for children and families; Knowledge of program planning and project management techniques; General knowledge of 21 st century educational skills, the curriculum and an understanding of the district s operations and programs; Strong consultation, facilitation, needs assessment, research and analytical skills; Must be able to work independently as well as collaborate with inter-disciplinary teams.

2 2 For more information please contact Leslie Rose, Manager, at Please forward a letter of interest and résumé by 4:00 p.m., Friday, June 15, 2012 to: Charolette Player, Manager, Staffing Human Resource Services Edmonton Catholic Schools [email protected] Successful candidate s offer of employment will be conditional upon receipt of a Criminal Record and Child Welfare Check. Only applicants considered for the position will be contacted. We thank all candidates for their interest.

3 JOB IDENTIFICATION: Incumbent: Current Classification Level: 3 Supervisor s Name: Location: St. Bede or School Based Working Title: Facilitator Requested Classification Level: Supervisor s Working Title: Manager, Department: Learning Services Innovation Program: PRIMARY FOCUS/OVERALL ACCOUNTABILITY: Provide a brief summary of the job, covering the main responsibilities, the framework within which the job has to operate and the main contribution to the organization. The job is responsible for developing and delivering a variety of family programs in that are specifically designed for children up five years of age and their parents. The incumbent may deliver family programs, as well as plan and assist in educational program delivery together with teachers in non-traditional classroom settings. The incumbent requires specialized knowledge in the area of Early Childhood Development to handle key facets of the job. The job works independently in planning communication with parents and requires the incumbent to be, autonomous and responsible. The job supervises Special Needs Teacher Assistants (SNTA) providing support in delivery of family programming. JOB RESPONSIBILITIES AND ACTIVITIES: Normally a job has four to eight core responsibilities, each of which shows what the job is accountable for, within what framework, and what the added value is. For each responsibility, approximately four major activities should be described. List the core responsibilities in ascending order of importance. 1. Develop and deliver family programming including transition programs prior to children entering into early learning programs. 2. Develop programming in collaboration with a teacher for non-traditional classroom programming. Non-traditional classroom programs include a variety of settings such as recreational centre, mobile bus, daycares, etc. 3. Supervise SNTA staff on a day-to-day basis including training, coaching, delegating and evaluating work 4. Full supervision of SNTA staff during absences of the itinerant teacher 5. Consult and collaborate with the team to support inclusive programming i.e. the development of safe, appropriate verbal and emotional environments in early childhood settings, understanding of receptive and expressive language and strategies, fine motor strategies, etc. 6. Coordinate all facets of family programming, including registrations, organizational details, logistics and delivery. 7. Gather resources, materials required for programming by: exploring the creative curriculum in programs for early learning and care; selecting, planning and implementing creative experiences to support the development of literacy, numeracy/mathematics, art, music and drama; creating developmentally appropriate curriculum and planning concepts, including planning for play. 8. Collaborate with stakeholders involved in other initiatives in the city to establish consistent policy development and program planning, 9. Make recommendations on future resource needs for day cares; consult, plan and collaborate with schools and community partners in the development and implementation of programs 10. Support capacity building with other personnel within the early learning environment including participation in hiring of childcare workers 11. Maintain knowledge through professional development activities November 30,

4 PROBLEM SOLVING: Describe difficult or challenging situations the position is typically expected to solve; the degree of originality of the solutions; assistance available; and any problems or decisions that must be referred to a supervisor for resolution or approval The job is required to create (develop) family programming as well as deliver many of these programs. This involves a variety of skills in creating programming that is suitable to the developmental needs of the children, understanding cultural backgrounds, acquiring interpreters where needed, partnering with various facilities, building relationships with families and the District. The job is required to resolve a variety of challenges as they will often be coordinating new programs i.e. transitions into early learning. In non-traditional educational program settings, the certified teacher would typically visit every 10 to 14 days, and so the job would be required to take the initiative to continue programming, using a variety of resources and supports provided to them. The job would be required to design the daily plans according to children needs. The incumbent would also be an integral contact between the teacher and the students and would be the ongoing main contact with the parents and the partners of the various facilities that they would be working with. (I.e. recreational centres, bus, daycares, etc.) There would also be situations where due to children with severe behavior, the Facilitator would supervise SNTAs who would be providing more specific support to the individual program plans, as designed by the certified teacher and the multi-disciplinary team. The job would also assist with digital literacies (i.e. storytelling/documentation). ORGANIZATIONAL DATA: Identify any measurable areas upon which the job has either direct or indirect impact. Measures that may be included are: number of staff supervised, annual operating budget, number and size of projects, clients served or any other significant values. Include examples that indicate the size of the job. Attach a complete Organization Chart that includes supervisor, peers, direct reports and staff. The job supports the district and impacts students, parents, and the general public. The job may at times coordinate a variety of staff as they will be the lead on a range of early learning projects. The job would continue program delivery in the absence of the respective teacher for periods up to two week intervals (although always under the supervision of a teacher). This would involve on-going supervision and delegation of work to SNTA staff. In a school setting, the job would supervise the work of SNTA staff in delivering the goals of family programming as well as Individual Program Plans (IPP) of students. In non-traditional educational program settings, and in the absence of the teacher, the job would support the goals of the of the student s IPP. REPORTING RELATIONSHIPS: Identify the jobs and the number of incumbents within each job that report directly to you. Provide a brief summary of each subordinate job s purpose. Job Title Job Responsibilities Special Needs Teacher Assistant Provide a range of support to pre-school children and participate as part of a multi-disciplinary educational team CONTACTS: Identify internal and/or external contacts such as co-workers, clients, stakeholders and partners. Indicate the nature and purpose of contact (i.e. to deliver information, present data, negotiate contracts, etc.) and frequency (daily, weekly, monthly etc.). Contact Nature and Purpose Frequency Children, siblings and extended To support and facilitate child (and parent) learning On-going families Teachers, principals and interdisciplinary To partner with programming and program delivery, to receive Weekly teams directions and guidance Parents To communicate and develop relationships to benefit children in As needed early learning or transitioning into early learning programs ELL Liaison Worker To obtain interpreter services, cultural awareness and to resolve As needed November 30,

5 Special Needs Teacher Assistants and Social Workers Daycare operators/owners and staff Edmonton Parks and Recreation, YMCA, Mennonite Centre for Newcomers and community agencies problems To collaborate and coordinate program delivery To provide and obtain information and resolve problems To collaborate and coordinate program delivery To provide and obtain information and resolve problems To collaborate and coordinate program delivery in a nontraditional setting To provide and obtain information and resolve problems To share ideas and best practices As needed On-going As needed Job Qualifications: Include a list of the most important knowledge factors, including knowledge about practical procedures, specialized techniques etc. Outline specific training that is needed to do the work and any occupational certification/registration required for the job. Include a list of competencies (skills and abilities) critical in performing the job. Knowledge & Experience Competencies Degree or diploma in an area related to early learning, plus three years of directly related experience Early learning specialization (courses to include child development, communication, emergent curriculum and environments) Knowledge of the challenges and strengths of English Language Learners (ELL) and settlement services in the community. Knowledge of community and program development best practices Knowledge of emerging multi-media technology and equipment, MircroSoft programs including Excel, Outlook and databases Knowledge of research, data collection and analysis techniques Knowledge of supervisory principles and practices and an understanding of human resource policies and procedures General knowledge of the district s operations and business General knowledge of school systems and structures, community services for children and families, Knowledge of program planning and project management techniques General knowledge of 21 st Century educational skills, the curririculum and an understanding of the district s operations and programs Advanced verbal and written communication skills Ability to communicate technical information to nontechnical clients Strong consultation, facilitation, needs assessment, research and analytical skills Ability to work in a fast-paced environment Ability to work with a wide variety of clients and needs both within and outside of the district Exceptional organizational skills and the ability to manage competing priorities and work within tight timelines Strong problem solving skills and the ability to influence decisions Ability to work independently with minimal supervision Verbal and written communication skills including digital literacies. Must be able to work independently as well as collaborate with inter-disciplinary teams November 30,

6 School Based School Principal Manager, Classroom Teacher Facilitator District Based Special Needs Teacher Assistant District Principal Manager, Outreach Teacher Facilitator Special Needs Teacher Assistant November 30,

7 Signatures The signatures below indicate that the incumbent, supervisor and principal/director have read, discussed, and agreed that the information accurately reflects the work assigned. Incumbent Supervisor Assistant Superintendent Name Signature Date Name Signature Date Name Signature Date This information is being collected under the authority of Board Governance Policy EL# 5 relating to Freedom of Information and Protection of Privacy (FOIP) Act and will be used to allocate positions within a classification plan and to manage the Edmonton Catholic School District s human resources program. If you have any questions about the collection of this information, contact the Assistant Superintendent, Human Resource Services at November 30,